Benjamin Haywood

Benjamin Haywood

Associate Director, Faculty Development Center

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Dr. Haywood joined the Furman Faculty Development Center (FDC) in 2020 after spending several years as a faculty member in the Department of Environmental Science & Sustainability at Allegheny College (Meadville, PA). As the FDC Associate Director, Dr. Haywood utilizes insight from the learning sciences to provides direct support for the wide variety of programs, workshops, and strategic initiatives across the institution that enhance teaching and learning. Some of his areas of emphasis include interdisciplinary education and assessment, STEM learning and curriculum development, sustainability, inclusive pedagogies, curriculum design and development, and undergraduate research. He is also a certified life coach and a master certified professional coach.Trained as an environmental geographer, Dr. Haywood's scholarship focuses on environmental education and learning, public engagement in science, and conservation. His areas of interest include place-based science education, sense of place, sustainability science, environmental psychology, animal studies, avian ecology, and community conservation. He currently serves as a co-PI on two projects funded by the National Science Foundation (NSF), including an Advancing Informal STEM Learning (AISL) initiative focused on critical thinking, science learning, and place attachment in a citizen science context and a Scholarships in STEM program focused on improving access to and achievement in STEM disciplines among underrepresented students.

Honors & Awards

  • 2021 Professional and Organizational Development (POD) Innovation Award - The Rubik's Cube Challenge: An Expert Blindspot Learning Adventure
  • National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics Grant (co-PI): Scholarships and Science Opportunities, Activities, and Research to Support Undergraduate STEM Student Success ($999,814).
  • National Science Foundation Advancing Informal STEM Learning (AISL) Grant (co-PI): Critical Thinking and People-Place Relationships in Citizen Science ($350,000).
  • Best Paper Award, 4th World Symposium on Sustainable Development at Universities (Malaysia).
  • U.S. EPA National Advisory Council for Environmental Policy and Technology (2018-2020)

Education

  • Ph.D., University of South Carolina
  • M.P.A., University of South Carolina
  • B.A., Pfeiffer University

Publications

  • Haywood, B., Parrish, J., He, Y. (2021). Shapeshifting attachment: Exploring multi-dimensional people–place bonds in place-based citizen science. People and Nature, 3(1): 51-65. https://doi.org/10.1002/pan3.10174
  • Haywood, B. (2019). Citizen science as a catalyst for place meaning and attachment. Environment, Space, Place, 11(1): 126-151
  • Pallant E., Choate B., Haywood B. (2019) How Do You Teach Undergraduate University Students to Contribute to UN SDGs 2030? In: Leal Filho W. et al. (eds) Universities as Living Labs for Sustainable Development. World Sustainability Series. Springer, Cham
  • Haywood, B., J. Parrish & J. Dolliver. (2016). Place-based, Data-rich Citizen Science as a Precursor for Conservation Action. Conservation Biology, 30(3): 476-486
  • Haywood, B. (2015). Beyond data points and research contributions: personal meaning and value associated with public participation in scientific research. International Journal of Science Education, Part B: Communication and Public Engagement. DOI 10.1080/21548455.2015.1043659
  • Dilling, L. K. Lackstrom, B. Haywood, K. Dow, M.C. Lemos, J. Berggren, S. Kalafatis. (2015). What stakeholder needs tell us about enabling adaptive capacity: the intersection of context and information provision across regions in the United States. Weather, Climate and Society, 7(1): 5-17
  • Lackstrom, K., N. Kettle, K. Dow & B. Haywood. (2014). Climate-sensitive decisions and time frames: a cross-sectoral analysis of information pathways in the Carolinas. Weather, Climate and Society, 6(2): 238-252
  • Haywood, B. (2014). A ‘Sense of Place’ in Public Participation in Scientific Research. Science Education, 98(1): 64-83
  • Haywood, B. & J. Besley (2014). Education, outreach, and inclusive engagement: towards integrated indicators of successful program outcomes in participatory science. Public Understanding of Science, 23(1): 92-106
  • Haywood, B., A. Brennan, K. Dow, N. Kettle, & K. Lackstrom (2014). Negotiating a Mainstreaming Spectrum: Climate Change Response & Communication in the Carolinas. Journal of Environmental Policy & Planning, 16(1): 75-94
  • Dow, K., B. Haywood, N. Kettle & K. Lackstrom. (2013). The role of ad hoc networks in supporting climate change adaptation: a case study from the Southeastern United States. Regional Environmental Change, 13(6):1235-1244
  • Lackstrom, K., K. Dow, B. Haywood, A. Brennan, N. Kettle, & A. Brosius. (2012). Engaging Climate-Sensitive Sectors in the Carolinas. Columbia, SC: Carolinas Integrated Sciences and Assessments
  • Smith, B., J. Gahagan, S. McQuillin, B. Haywood, C. Cole, C. Bolton, & M. Wampler. (2011). The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-Learning and Rigorous Program Evaluation. Innovative Higher Education, 36(5): 317-329.

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